KS3 Writing Recovery Teacher Pack by Collins

KS3 Writing Recovery Teacher Pack Introduction Encouraging students to write and express themselves has never been more important given the challenges of disrupted education and home learning, resulting sometimes in a loss of skills and, in many cases, a loss of energy and confidence. In this context, engaging students with lively yet purposeful activities is key to recovery. The KS3 Writing Recovery Teacher Pack is a photocopiable and editable resource, with a series of 105 session plans and supporting student worksheets designed to enable students to strengthen and recover the writing skills that may have lapsed in the extended period of home learning. The activities are designed to ‘hook’ the student with writing tasks they will want to complete, both in provision in school and during independent learning at home, so they can catch up with core skills and build resilience when it comes to writing. The sessions form a resilience training programme – a ‘Writing Workout’ – inspired by the structure of the ‘Couch to 5k’ running programme. By attempting small steps and shorter tasks rather than tackling a ‘marathon’ right away, we hope to take the fear out of writing, and support students to build strength and confidence. The sessions will develop in demand and length, building in small increments towards extended writing tasks, ready for GCSE courses. The resource begins with a set of diagnostic tasks to be carried out by the teacher, who will assess current writing ‘fitness’. These consist of creative and transactional tasks with marking grids that will help target key areas for improvement. Teachers can use these tasks to tailor a programme suitable either for individuals or groups. The diagnostic tasks are followed by sets of sessions, organised into four stages for each year group.

1. Vocabulary – 'small steps': 10–20 minute sessions focusing on vocabulary skills

3. Paragraphs – 'stretch yourself': 20–30 minute sessions focusing on structuring texts, e.g. through paragraphing

2. Sentences – 'strengthening the core': 10–20 minute sessions focusing on sentences

4. Writing whole texts – 'fit for purpose!': 25–35 minute creative sessions focusing on the goal of students writing whole texts

The resource is divided into three larger sections for Years 7, 8 and 9, with the session content ratcheting up in level and challenge across the whole programme. Across the whole resource, students build and refine skills in writing to describe, narrate and express an opinion in a variety of formats, so making it an ideal way of getting them back on track for GCSE studies. Each year contains the same staged approach (from diagnosis to independent application) as set out above, to build resilience and ‘fitness’ in writing. The resource is designed to be extremely flexible. While you may choose to work chronologically through the lessons for your students’ year group, each session will be valuable if taught in isolation. Additionally, across the year groups there are core language strands that you could select to address areas of weakness. To take one example, you could choose to follow units on ‘using clauses’ or ‘improving punctuation’ across the three years, if this was an identified area of need. Equally, you could work through the programme focusing on the most relevant strand – narrative, descriptive or discursive writing – as each of the whole-text tasks at the end of each stage builds on all the prior learning. Thus, the story task ‘The Dare’ at the end of the Year 7 narrative writing section draws on the Year 7 narrative skills lessons that precede it.

Introduction

How to use this resource For each of the 105 sessions, there are two main components.

•

A session plan: this sets out the timing, the learning goals and the resources, and includes ‘warm up’ tasks (like any good exercise programme!) and guidance on how to use the accompanying worksheets.

•

A worksheet: this is for the student and is activity-based, building from modelled explanation to independent application. Each worksheet begins with a ‘Key Information Zone’ that sets out the core learning for the session.

There are 12 accompanying videos for each year group focusing on core skills that need reinforcement. These are designed to complement and support the sessions and worksheets, and students can access them either as a part of your school’s catch-up sessions, in their own time at school or in home-learning environments. The videos reinforce and consolidate the learning from the sessions, and support students by approaching the learning in a different way. For example, Video 7.1: ‘Show don’t tell!’ can be used to complement the learning from Lesson 7.1.1, ‘Using nouns to show not tell’, in a more visual way. You can find these videos with the downloadable files for the pack, at collins.co.uk/KS3WritingRecovery/download. The skills grid at the beginning of the pack provides an overview of coverage and will enable you to choose the route or resources that best support the needs of your students. We hope you find the resource useful and that it enables your students to unlock their creativity and build resilience and independence in their writing.

Mike Gould Richard Vardy

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Introduction

Overview table

Vocabulary: ‘Small steps’ Year 7 Nouns 7.1.1 Narrative: Using nouns to show not tell (pp.15–16) Nouns 7.1.2 Narrative: Using nouns for precision in narratives (pp.15–17) Pronouns Adjectives

7.1.3 Narrative: Using pronouns to hook readers in stories (pp.18–19) 7.1.4 Narrative: Using adjectives to add character details (pp.18–20)

Adjectives

7.1.5 Narrative: Using formal and informal speech (pp.21–22)

Determiners

7.1.6 Descriptive: Using determiners for effect in description (pp.21–23) 7.1.7 Descriptive: Improving description with noun phrases (pp.24–25)

Phrases

Verbs Verbs

Adverbs

7.1.8 Narrative: Using verbs to create character (pp.24– 26) 7.1.9 Discursive: Using verbs to create emotion in a blog (pp.27–28) 7.1.10 Narrative: Using adverbs to build characterisation (pp.27–29)

Year 8 8.1.1 Descriptive: Using collective nouns in a description (pp.77–78) 8.1.2 Descriptive: Making descriptions vivid with semantic fields (pp.77– 79) 8.1.3 Narrative: Using pronouns for fluency and tone (pp.80–81) 8.1.4 Descriptive: Using adjectives for different effects and attitudes in description (pp.80–82) 8.1.5 Discursive: Using formal and informal vocabulary in an opinion letter (pp.83–84) 8.1.6 Descriptive: Making precise word choices in a description (pp.83–85) 8.1.7 Narrative: Using noun phrases to create a mysterious character (pp.86–87) 8.1.8 Narrative: Using verbs for action and suspense (pp.86–88) 8.1.9 Discursive: Using powerful imperatives in an opinion letter (pp.89– 90) 8.1.10 Narrative: Using adverbs at the climax to a mystery story (pp.89–91)

Sentences and punctuation: ‘Strengthening the core’ Year 7 Year 8 Sentences 7.2.1 Narrative: Varying 8.2.1 Descriptive: Using a sentences in personal range of sentence types accounts (pp.30–31) in a description (pp.92– 93) Sentences 7.2.2 Narrative: Using 8.2.2 Narrative: Adding short sentences for suspense with a mix of emotional impact (pp.30– sentences (pp.92–94) 32)

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Year 9 9.1.1 Discursive: Using abstract nouns to convey emotion (pp.139–140) 9.1.2 Discursive: Using specialised terms when giving your views (pp.139–141) 9.1.3 Discursive: Repeating pronouns for impact (pp.142– 143) 9.1.4 Narrative: Expanding characterisation by using pairs of adjectives (pp.142– 144) 9.1.5 Narrative: Using an informal tone to sustain character (pp.145–146) 9.1.6 Discursive: Using determiners for emphasis in a speech (pp.145–147) 9.1.7 Descriptive: Constructing a vivid picture using noun phrases (pp.148– 149) 9.1.8 Descriptive: Creating a mood using vocabulary choices (pp.148–150) 9.1.9 Discursive: Using modals in a speech (pp.151– 152) 9.1.10 Discursive: Using intensifiers to strengthen an argument (pp.151–153)

Year 9 9.2.1 Discursive: Using rhetorical questions (pp.154– 155) 9.2.2 Descriptive: Matching sentences to mood (pp.154– 156)

Overview table

Sentences

7.2.3 Narrative: Using compound sentences for characters (pp.33–34)

Clauses

7.2.4 Descriptive: Adding clauses to build a picture (pp.33–35)

Tenses

7.2.5 Narrative: Making tenses consistent in narratives (pp.36–37) 7.2.6 Descriptive: Creating atmosphere using participle phrases (pp.36– 38) 7.2.7 Descriptive: Using prepositional phrases in description (pp.39–40)

Phrases

Punctuation Punctuation Punctuation

7.2.8 Narrative: Proofing punctuation in a story (pp.39–41) 7.2.9 Narrative: Developing speech for characterisation (pp.42–43) 7.2.10 Discursive: Using brackets and dashes for tone in blogs (pp.42–44)

8.2.3 Narrative: Using complex sentences to show a character's thoughts and doubts (pp.95–96) 8.2.4 Narrative: Adding detail to a mystery story with relative clauses (pp.95–97) 8.2.5 Narrative: Using the present tense for drama in a story (pp.98–99) 8.2.6 Descriptive: Repeating phrases for effect in an opinion letter (pp.98–100) 8.2.7 Descriptive: Using prepositional phrases to develop a clear description (pp.101–102) 8.2.8 Narrative: Using ellipses to create drama (pp.101–103) 8.2.9 Narrative: Using dialogue economically (pp.104–105) 8.2.10 Discursive: Using colons and semicolons to provide evidence (pp.104–106)

Paragraphing and structure: ‘Stretch yourself’ Year 7 Year 8 Types 7.3.1 Narrative: Making 8.3.1 Narrative: paragraphs purposeful in Restructuring events to stories (pp.45–46) create drama or mystery (pp.107–108) Sentences in 7.3.2 Discursive: Using 8.3.2 Discursive: paragraphs topic sentences to launch Rounding off paragraphs ideas in a blog (pp.47–48) with summative sentences (pp.109–110) Connectives 7.3.3 Narrative: Using time 8.3.3 Descriptive: Use a connectives in stories range of connectives to (pp.49–50) structure a travel description (pp.111–112) Hooks and 7.3.4 Narrative: Hooking 8.3.4 Narrative: Exploring engagement the reader with paragraphs different ways to (pp.51–52) introduce character (pp.113–114)

9.2.3 Discursive: Foregrounding points in an argument (pp.157–158) 9.2.4 Discursive: Expanding a point using relative clauses (pp.157–159) 9.2.5 Narrative: Using tenses for more complex time structures (pp.160–161) 9.2.6 Narrative: Using phrases and fragments for effect (pp.160–162) 9.2.7 Descriptive: Using filmic techniques in description (pp.163–164) 9.2.8 Narrative: Exploiting punctuation in a narrative (pp.163–165) 9.2.9 Discursive: Using expert quotation in opinion writing (pp.166–167) 9.2.10 Discursive: Using reported speech in an opinion piece (pp.166–168)

Year 9 9.3.1 Narrative: Manipulate paragraphs to change the mood or sense of time (pp.169–170) 9.3.2 Discursive: Using ‘callto-action’ sentences in paragraphs (pp.171–172) 9.3.3 Discursive: Using connectives for development and causality (pp.173–174) 9.3.4 Narrative: Using cliffhangers and other endings of paragraphs in stories (pp.175–176)

Overview table

Structures

7.3.5 Narrative: Using a variety of paragraph lengths and styles in stories (pp.53–54)

8.3.5 Descriptive: Moving from the general to the specific in a description (pp.115–116)

Creating texts: ‘Fit for purpose!’ Year 7 Generating ideas 7.4.1 Narrative: Generating ideas for a personal story (pp.55–56) Story structures

7.4.2 Narrative: Structuring a personal story (pp.57–58)

Creating content

7.4.3 Narrative: Creating characters for a personal story (pp.59–60) 7.4.4 Narrative: Writing a personal story (pp.61–62)

Completing a full story Generating/planning descriptions Literary techniques

7.4.5 Descriptive: Generating ideas for a description of a place (pp.63–64) 7.4.6 Descriptive: Using personification in description (pp.65–66)

9.3.5 Descriptive: Using repetition and patterning in description (pp.177–178)

Year 8 8.4.1 Narrative: Generating ideas for a mystery story (pp.117– 118) 8.4.2 Narrative: Structuring a mystery story (pp.119–120) 8.4.3 Narrative: Creating antagonists (pp.121–122) 8.4.4 Narrative: Writing a mystery story (pp.123– 124) 8.4.5 Descriptive: Planning a piece of travel writing (pp.125–126) 8.4.6 Descriptive: Using imagery for effect in description (pp.127–128)

Completing a full description

7.4.7 Descriptive: Writing a descriptive piece (pp.67–68)

8.4.7 Descriptive: Writing a travel piece (pp.129– 130)

Generating ideas/planning an opinion piece

7.4.8 Discursive: Generating ideas for a blog (pp.69–70)

8.4.8 Discursive: Generating ideas for an opinion letter (pp.131– 132) 8.4.9 Discursive: Using persuasive techniques to argue a point of view (pp.133–134) 8.4.10 Discursive: Writing an opinion letter (pp.135– 136)

Persuasive/discursive 7.4.9 Discursive: techniques Developing techniques for blog writing (pp.71– 72) Completing a full 7.4.10 Discursive: Writing opinion/personal a blog post (pp.73–74) piece

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Year 9 9.4.1 Narrative: Generating ideas from a story prompt (pp.179–180) 9.4.2 Narrative: Starting a story with a structure in mind (pp.181–182) 9.4.3 Narrative: Creating a dramatic climax (pp.183–184) 9.4.4 Narrative: Writing the story (pp.185–186) 9.4.5 Descriptive: Planning a memorable descriptive piece (pp.187–188) 9.4.6 Descriptive: Using extended metaphors in description (pp.189– 190) 9.4.7 Descriptive: Writing an exam-style description (pp.191– 192) 9.4.8 Discursive: Generating ideas for an article on a given topic (pp.193–194) 9.4.9 Discursive: Refining persuasive techniques (pp.195– 196) 9.4.10 Discursive: Writing the article (pp.197–198)

Overview table

Routes through Year 7 Building skills through the programme Stage 1: Small steps – Vocabulary

Strand

Pages

7.1.1 Nouns: Using nouns to show not tell 7.1.2 Nouns: Using nouns for precision in narratives 7.1.3 Pronouns: Using pronouns to hook readers in stories 7.1.4 Adjectives: Using adjectives to add character details 7.1.5 Adjectives: Using formal and informal speech 7.1.6 Determiners: Using determiners for effect in description 7.1.7 Phrases: Improving description with noun phrases 7.1.8 Verbs: Using verbs to create character 7.1.9 Verbs: Using verbs to create emotion in a blog 7.1.10 Adverbs: Using adverbs to build characterisation

Narrative Narrative Narrative Narrative Narrative Descriptive Descriptive Narrative Discursive Narrative

pp.15–16 pp.15–17 pp.18–19 pp.18–20 pp.21–22 pp.21–23 pp.24–25 pp.24–26 pp.27–28 pp.27–29

Narrative Narrative Narrative Descriptive Narrative Descriptive Descriptive Narrative Narrative Discursive

pp.30–31 pp.30–32 pp.33–34 pp.33–35 pp.36–37 pp.36–38 pp.39–40 pp.39–41 pp.42–43 pp.42–44

Narrative Discursive

pp.45–46 pp.47–48

Narrative Narrative Narrative

pp.49–50 pp.51–52 pp.53–54

Narrative Narrative Narrative Narrative Descriptive

pp.55–56 pp.57–58 pp.59–60 pp.61–62 pp.63–64

Descriptive Descriptive Discursive

pp.65–66 pp.67–68 pp.69–70

Discursive

pp.71–72

Discursive

pp.73–74

Stage 2: Strengthening the core – Sentences and punctuation 7.2.1 Sentences: Varying sentences in personal accounts 7.2.2 Sentences: Using short sentences for emotional impact 7.2.3 Sentences: Using compound sentences for characters 7.2.4 Clauses: Adding clauses to build a picture 7.2.5 Tenses: Making tenses consistent in narratives 7.2.6 Phrases: Creating atmosphere using participle phrases 7.2.7 Phrases: Using prepositional phrases in description 7.2.8 Punctuation: Proofing punctuation in a story 7.2.9 Punctuation: Developing speech for characterisation 7.2.10 Punctuation: Using brackets and dashes for tone in blogs

Stage 3: Stretch yourself – Paragraphing and structure 7.3.1 Types: Making paragraphs purposeful in stories 7.3.2 Sentences in paragraphs: Using topic sentences to launch ideas in a blog 7.3.3 Connectives: Using time connectives in stories 7.3.4 Hooks and engagement: Hooking the reader with paragraphs 7.3.5 Structures: Using a variety of paragraph lengths and styles in stories

Stage 4: Fit for purpose! – Creating texts 7.4.1 Generating ideas: Generating ideas for a personal story 7.4.2 Story structures: Structuring a personal story 7.4.3 Creating content: Creating characters for a personal story 7.4.4 Completing a full story: Writing a personal story 7.4.5 Generating/planning description: Generating ideas for a description of a place 7.4.6 Literary techniques: Using personification in description 7.4.7 Completing a full description: Writing a descriptive piece 7.4.8 Generating ideas/planning an opinion piece: Generating ideas for a blog 7.4.9 Persuasive/discursive techniques: Developing techniques for blog writing 7.4.10 Completing a full opinion/personal piece: Writing a blog post

Routes through Year 7

Exploring different types of writing Building skills in Narrative writing 7.1.1 Nouns: Using nouns to show not tell 7.1.2 Nouns: Using nouns for precision in narratives 7.1.3 Pronouns: Using pronouns to hook readers in stories 7.1.4 Adjectives: Using adjectives to add character details 7.1.5 Adjectives: Using formal and informal speech 7.1.8 Verbs: Using verbs to create character 7.1.10 Adverbs: Using adverbs to build characterisation 7.2.1 Sentences: Varying sentences in personal accounts 7.2.2 Sentences: Using short sentences for emotional impact 7.2.3 Sentences: Using compound sentences for characters 7.2.5 Tenses: Making tenses consistent in narratives 7.2.8 Punctuation: Proofing punctuation in a story 7.2.9 Punctuation: Developing speech for characterisation 7.3.1 Types: Making paragraphs purposeful in stories 7.3.3 Connectives: Using time connectives in stories 7.3.4 Hooks and engagement: Hooking the reader with paragraphs 7.3.5 Structures: Using a variety of paragraph lengths and styles in stories 7.4.1 Generating ideas: Generating ideas for a personal story 7.4.2 Story structures: Structuring a personal story 7.4.3 Creating content: Creating characters for a personal story 7.4.4 Completing a full story: Writing a personal story

pp.15–16 pp.15–17 pp.18–19 pp.18–20 pp.21–22 pp.24–26 pp.27–29 pp.30–31 pp.30–32 pp.33–34 pp.36–37 pp.39–41 pp.42–43 pp.45–46 pp.49–50 pp.51–52 pp.53–54 pp.55–56 pp.57–58 pp.59–60 pp.61–62

Building skills in Descriptive writing 7.1.6 Determiners: Using determiners for effect in description 7.1.7 Phrases: Improving description with noun phrases 7.2.4 Clauses: Adding clauses to build a picture 7.2.6 Phrases: Creating atmosphere using participle phrases 7.2.7 Phrases: Using prepositional phrases in description 7.4.5 Generating/planning description: Generating ideas for a description of a place 7.4.6 Literary techniques: Using personification in description 7.4.7 Completing a full description: Writing a descriptive piece

pp.21–23 pp.24–25 pp.33–35 pp.36–38 pp.39–40 pp.63–64 pp.65–66 pp.67–68

Building skills in Discursive writing 7.1.9 Verbs: Using verbs to create emotion in a blog 7.2.10 Punctuation: Using brackets and dashes for tone in blogs 7.3.2 Sentences in paragraphs: Using topic sentences to launch ideas in a blog 7.4.8 Generating ideas/planning an opinion piece: Generating ideas for a blog 7.4.9 Persuasive/discursive techniques: Developing techniques for blog writing 7.4.10 Completing a full opinion/personal piece: Writing a blog post

pp.27–28 pp.42–44 pp.47–48 pp.69–70 pp.71–72 pp.73–74

Routes through Year 7

Year 7 Audit Tasks Work out your skills! Introduction You are going to write two pieces which you and your teacher can use to really understand what you can do well, and what you need to work on. Do your best – but don’t worry! This is not a test – just a way of helping you find out more about your English skills.

Writing task 1: Description Look at this image.

Imagine you are there. Describe your experience. Think about: • •

how you can make your description interesting to read what words, phrases and sentences could make it come to life.

You can begin it in anyway you want, but if you like, here is a sentence to get you started:

As I stepped into the abandoned village…

Year 7 Audit Tasks

Writing task 2: My thoughts on… What are you interested in? What do you care about? Have a look at these topics or think of your own.

Caring for animals

VEGANISM

Favourite music style or band

A book or author

School subject or topic

My favourite sport or game

A great gadget

A time of year I like/hate

A great/awful film CLIMATE CHANGE

Style/fashion

Local favourite place

Write a short speech to give to your class explaining: • • •

what interests you about this topic what you like/dislike about it what you would like people to realise or change about it (if at all).

You could begin in any way you like, but here is a starter if you need it:

Something/someone I am very interested in is…

Year 7 Audit Tasks

My skills audit What did you do well in this task? What could you improve? For each skill, give yourself a mark from 1 (low) to 5 (high). Add any comments. Task 1 Skills

Mark

My comments

Understanding the task Coming up with ideas Using varied vocabulary Using sentences accurately and creatively Using punctuation accurately and creatively Using paragraphs accurately and creatively Structuring the whole piece of writing in a clear way Using any other skills (add your own)

Overall comment What I did well What I would like to improve

What did you do well in this task? What could you improve? For each skill, give yourself a mark from 1 (low) to 5 (high). Add any comments. Task 2 Skills

Mark

My comments

Overall comment What I did well What I would like to improve

Year 7 Audit Tasks

Teacher Assessment/Audit Student name …………………………………………………………………………

Class ……………….

Task 1/2 ………………. Skill questions

Not yet

Ideas and planning. Has the student… understood the task? done any planning? Word level skills. Has the student… used a range of vocabulary? used vocabulary precisely? Sentences and punctuation. Has the student… used a variety of sentences for effect? used punctuation accurately? used punctuation creatively? used grammar accurately (e.g. avoided the comma splice, shown verb/tense agreement)? Paragraphing and structure. Has the student… used paragraphs accurately and for a purpose? linked ideas cohesively (e.g. with connectives)? structured the text as a whole? Task 1 Creativity and content. Has the student… used a range of ideas and effects? used language for impact (e.g. imagery, patterning)? shown an understanding of voice or tone? established a particular mood or atmosphere? Task 2 Content. Has the student… considered a range of ideas relevant to the task? used language devices for effect (e.g. repetition, exaggeration)? shown an understanding of audience and purpose? created a tone appropriate for a speech to the class?

Moving towards

Mastered

Overall comment (if needed) Strengths: Areas for improvement:

Year 7 Audit Tasks

Narrative – Vocabulary

Lesson 7.1.1

Using nouns to show not tell

Learning objective: To make stories vivid through concrete nouns

Resources: Timing: Worksheet 7.1.1 10–20 minutes Optional support: Video 7.1 ‘Show don’t tell!’

Warm up Quickly revise the difference between concrete and abstract nouns using the Key Information Zone on the worksheet, then ask students to complete Exercise 1 by categorising the list of nouns. Explain the importance of concrete nouns in providing a physical picture in descriptions or stories.

− Answers to Exercise 1: Concrete nouns: school-gates, soup, playground, whiteboard, corridor, slap, tears, hug. Abstract nouns: the past, memories, anxieties.

Exercises

Students read the two short extracts on the worksheet and complete Exercises 2 and 3. The concrete nouns in the second extract are the same as the ones in Exercise 1. The second extract paints a strong picture, as well as conveying emotions. Point out that there is nothing wrong with Extract 1 – it’s just that in the second extract, the writer has achieved double the impact by showing the emotions.

Applying skills Exercise 4 can be done in class or independently, depending on time. You might need to guide students in creating their concrete ‘show not tell’ memory here, but they can use Extract 2 as a model. For example: I remember sitting in the [canteen/classroom/playground] chatting to this [boy/girl] with a big smile…

Lesson 7.1.2

Using nouns for precision in narratives

Learning objective: To learn how to guide readers precisely through stories

Resources: Worksheet 7.1.2

Timing: 10–20 minutes

Warm up Read students the explanation of precision in the Key Information Zone and explain that all storytelling is a journey you take the reader on. As a fun warm-up, complete this four-lines, four nouns-only poem together. Red hood, mother, basket, food / Forest, wolf, grandma, death / Arrival, questions, …

Exercises Read aloud the Katherine Mansfield extract, emphasising the distance in the voice from the house, and ask students how easy it is to imagine or visualise Laura’s ‘journey’. Students then complete Exercise 1, picking out the nouns that guide them as reader (lawn, path, steps, veranda, porch). If students mention how the verb ‘skimmed’ and prepositions (‘over’, ‘up’, ‘across’, ‘into’) also help, then that is to be encouraged.

Applying skills For Exercise 2, students add as many precise nouns to the table as they can (this can be done as pair work if time is short). If students need support, a few examples are: Trees: oaks, willows, pines. Plants/flowers: roses, lilies, ivy, honeysuckle. Garden furniture: swing, bench, wicker chairs, pergola. Birds: robins, wrens, magpies, hawk. Insects/creatures: slugs, beetles, butterflies, spiders. Ground: soil, grass, lawn, gravel. Weather: rain, sun, drizzle, mist. Point out that some of these could be even more precise, such as ‘red admiral’ for butterfly or ‘kestrel’ for hawk. Finish by compiling a larger list for the whole group to use. Exercise 3 can be completed in class or for homework, as suitable. When completed, students could read out their account in pairs or small groups. Select some good examples and highlight precise details and how well a journey through the garden is conveyed. If students have embellished their writing with adjectives, all the better.

Narrative – Vocabulary

Worksheet 7.1.1

Be a show-off!

Your goal: to use concrete nouns to bring your writing to life. Key Information Zone Concrete nouns are people/things that can be touched, seen or heard, for example: table, oak tree, phone, waves, soldier. Abstract nouns are for ideas, emotions and states, for example: hope, anger, isolation, humour, the past.

Exercise 1: First day Look at the list of nouns below. They are all linked to a similar topic. Separate them into abstract and concrete groups.

the past

school-gates

soup

playground

memories

whiteboard

corridor

slap

tears

hug

Concrete nouns

anxiety

Abstract nouns

Exercise 2: Built with concrete Read these two extracts. Underline the concrete nouns in each text.

Extract 1:

Extract 2:

Approaching the school again, all he felt was fear. Anxiety rose up inside him and memories of his first day, all those years ago, came flooding back and he felt lost and alone again. He remembered the shame, the unpleasantness, the embarrassment, wishing someone would comfort him.

In front of him the iron school-gates by the playground loomed up. The memory of the slap by the girl in the corridor on his first day, the tears running down his cheek, the lukewarm soup at lunch and not being able to read the words on the whiteboard, all flooded back. All he had wanted was a hug.

Exercise 3: Your call

Both extracts are powerful, but which one provides emotion and shows you ‘pictures’ of the memories?

............................................................................................................................................................ Exercise 4: Show off A student is writing a personal story about her first day at school. She has made the following notes. Write two sentences in which you show or picture the student being happy through the use of concrete nouns. Feelings: happiness, excitement, friendship, curiosity I remember sitting in… ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ © HarperCollinsPublishers Ltd 2022

Narrative – Vocabulary

Worksheet 7.1.2

Secret garden

Your goal: to use precise nouns to help your readers follow your story. Key Information Zone You can use precise nouns to help your readers. Think of your writing as though you are steering the reader like a ship. This means making sure they go in the direction you want them to. For example, you could tell a reader: She walked through the gate and into the countryside. Or you could be more precise with your nouns: She walked through the gate into the woods, following the trail until she passed the old stump of a birch tree.

Exercise 1: Up the garden path Read the following short extract about a young girl. Which nouns guide you so that you follow Laura’s journey through the garden?

“Laura, Laura, where are you? Telephone, Laura!” a voice cried from the house.

“Coming!” Away she skimmed, over the lawn, up the path, up the steps, across the veranda, and into the porch.

From The Garden Party by Katherine Mansfield

Exercise 2: Behind the wall Imagine a secret walled garden. What might you find beyond the wall? On the left of the table below are some general nouns. Use the right column to add more precise ones, like the examples given. trees

oaks

plants/flowers garden furniture birds

sparrows

insects/creatures ground

gravel

weather

Exercise 3: Enter the garden In your exercise book, write an account of your walk around a secret garden. Use precise nouns so that the exploration comes to life. You can add appropriate adjectives too. Aim to write between 75 and 100 words. You could start like this: I pushed open the gate and entered. In front of me… © HarperCollinsPublishers Ltd 2022

Narrative – Vocabulary

Narrative – Sentences

Lesson 7.2.1

Varying sentences in personal accounts

Learning objective:

Resources: Timing: Worksheet 7.2.1 10–20 minutes Optional support: Video 7.5 ‘Using different sentence types for effect’

To see how a variety of sentence types can add richness to a personal account

Warm up Ask students what the four main sentence function types are – not grammar types (simple, compound, etc.) but function (interrogative, statement, etc.). Ask for examples. This may seem quite basic, but it shows how switching between these modes can bring richness to stories. It is also a useful check on using punctuation.

Exercises Concept-check the work done in the Warm up by reading the Key Information Zone on the worksheet, and then read the extract in Exercise 1. Students identify at least one of each of the four types. Answers are: (1) Interrogative: ‘Was it a tough life in the Blitz?’ (Point out that this technique of asking yourself adds a sort of conversational immediacy to the account.) (2) Declarative: many examples – 2nd, 3rd and 5th sentences. (3) Exclamatory: ‘I didn’t ever think how dangerous it was!’ (Several other sentences could also have been exclamatory – for example, ‘You can be happy with very little!’) (4) Imperative: final sentence. (‘Make’) For Exercise 2, students work on their own and then feed back responses. The errors are the inclusion of the question mark in the first and fourth sentences, its omission in the seventh, and the missing speech marks in the fourth. The other errors are debatable, but ‘How I loved…’ could have an exclamation mark at the end.

Applying skills Students can start work on their memory paragraph (Exercise 3) in class and complete it for homework.

Lesson 7.2.2

Using short sentences for emotional impact

Learning objective:

Resources: Timing: Worksheet 7.2.2 10–20 minutes Optional support: Video 7.6 ‘Vary sentence styles and lengths to wow the reader!’

To add simple and minor sentences to create emotional impact in personal stories

Warm up Briefly review what a simple sentence is: a main clause with a subject and verb (‘The girl cried.’), then read the Key Information Zone. Point out that such short and minor sentences are often used in speech (just watch any soap-opera) but can also be used to describe a character’s inner emotional state in stories.

Exercises Students should be able to complete Exercise 1 on the worksheet independently. The simple sentences are: I totally lost it. I felt awful. The minor sentences/fragments are: This idiot? So unpredictable and emotional. Point out that these kinds of sentence work best when following longer sentences that provide the context. For Exercise 2, students could work in pairs to discuss possible changes, then share responses as a class or group, perhaps deciding which suggestions give the best indication of the narrator’s state of mind. One possibility: The cold wind stung my eyes. I was crying. Without even realising it.

Applying skills Students complete Exercise 3 in class or for homework. Remind them that over-using short or minor sentences can create an odd, clumsy effect so it is best to use sparingly for moments of drama or emotion. © HarperCollinsPublishers Ltd 2022

Narrative – Sentences

Worksheet 7.2.1

Variety is the spice of life

Your goal: to use a range of sentence types in personal stories. Key Information Zone You usually use sentences in four ways: • Interrogative: a question: Where did she grow up? • Declarative: a statement about someone or thing: She grew up in a mining town in South Wales. • Exclamatory: a sentence with emphasis: The community spirit was amazing! • Imperative: a sentence that commands or requests: Listen to what she says.

Exercise 1: Past life Here are some memories from a personal account. Identify the four types of sentence used by writing an example of each below.

Was it a tough life in the Blitz? Well, it wasn’t for me. I know I should have been scared, but many of the bombsites were playgrounds where my friends and I played. I didn’t ever think how dangerous it was! You can be happy with very little. Make the most of what you have got, I say. a) Interrogative: .................................................................................................................................. b) Declarative: .................................................................................................................................. c) Exclamatory: .................................................................................................................................. d) Imperative:

..................................................................................................................................

Exercise 2: Mixed-up punctuation In this paragraph, the punctuation that helps identify the type of sentence is sometimes wrong. Correct it by circling the error and adding the correct punctuation in the line beneath.

We were evacuated to a farm in Kent? It was like paradise at first. How I loved running through the orchards. ............................................................................................................................................................ Help yourself, the farmer told us? I remember all those sunny days eating fresh apples, sitting under the ............................................................................................................................................................ trees. The war seemed a world away. Did I miss home. I think I missed my friends more, to be honest. ............................................................................................................................................................ Exercise 3: Spice up a memory Write a paragraph about a summer memory. Use sentences of the four types demonstrated. © HarperCollinsPublishers Ltd 2022

Narrative – Sentences

Worksheet 7.2.2

Short fuse

Your goal: to use short sentences for emotional impact in stories. Key Information Zone Shorter sentences can be used in a range of ways. • Short, simple sentences have one main clause. They can add drama: The teacher saw me. Now I was in real trouble. • Minor sentences or fragments are sentences where the meaning is understood but some parts of the clause (like the subject ‘I’) are left out. They can add even more impact: I sat in the office. Alone. Frightened of what was to come.

Exercise 1: Angry words In this account, a student recalls losing her temper, and the aftermath. Underline any simple or minor sentences she uses to express her emotional state.

When Sadie spilled paint on my self-portrait, I felt the anger rising in a red wave and burst out. I totally lost it. I screamed at her, my best friend, whose only crime was to be a bit clumsy. How had I become this awful person? This idiot? So unpredictable and emotional. I felt awful. Exercise 2: No dramas The following account lacks the drama and variety of the one above. Rewrite it so that it has at least two short or minor sentences.

I chased after Sadie, desperate to beg her forgiveness but when I caught her up, she avoided looking at me and pushed past me through the door. I stood in the playground and felt alone and ashamed, the cold wind stinging my eyes until I was crying without even realising it. ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ Exercise 3: A short sequel What happens when the narrator finally manages to speak to Sadie? Continue the story. Add up to 50 words, including at least one short sentence for emotional impact. You could start: Sadie was sitting on her doorstep when I approached her house… © HarperCollinsPublishers Ltd 2022

Narrative – Sentences

Lesson 7.3.1

Making paragraphs purposeful in stories

Learning objective:

Resources: Timing: Worksheet 7.3.1 20–30 minutes Sheets of A4 paper, pens Optional extra: Video 7.9 ‘Purposeful paragraphs!’

To use paragraphs in different ways in stories

Warm up

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Start by asking the group what a paragraph is, and how you recognise one on the page. This may seem very basic, but it is worth establishing now. Elicit the idea that paragraphs always begin on a new line, and are usually ‘indented’ – set in from the margin. You could show this in any printed material you have to hand. Now, as a group, read over the Key Information Zone from the worksheet. Make sure this, and the early exercises, are completed at pace to allow for the more extended work at the end.

Exercises

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This lesson is not about applying hard and fast rules to the function of paragraphs, but to draw out the idea that paragraphs have functions – they are not haphazard. However, it will be useful for students to identify that a paragraph can have multiple functions.

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Read aloud the paragraph from Exercise 1 on the worksheet. Before students complete the written task, ask them as a group to tell you: Who, if anyone, do we meet in this paragraph? Do you think we have met them before? What happens? (Answers: the boy, Jo, the dog; we might have met Jo before as it seems to be told from her point of view; the use of the indefinite article ‘a’ suggests it is the first time we have met the boy; they exchange a sort of ‘hello’.)

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Now ask students to work in pairs or small groups to discuss which of the functions the paragraph might serve and to write up their answer on the worksheet. Take feedback; possibly the only function that is out of the question is an ‘ending’ paragraph. It could also be argued that while new things are happening, not much is ‘moving the plot along’. However, all the other functions are possible.

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Now ask students to look at Exercise 2 on their own. You could introduce them to the idea of topic sentences, which are often used at the start of paragraphs to ‘set the paragraph off’ in a particular direction. The purpose of this is to encourage students to consider how paragraphs might be used. You could introduce them to the idea of stories beginning in media res – in the heart of the action rather than through some sort of plodding introduction. Some are reasonably obvious: for example, ‘Later that day’ shows a change of time but could also be used as plot development; ‘Jo knew she had to do something to get her money back’ sounds like plot development but would also work well as a paragraph to ‘hook’ the reader.

Applying skills

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For Exercise 3, you could ask students to write the sentence in the middle of a sheet of paper and add notes about what the purpose of the paragraph might be, and possible ideas around what to develop. For example: 5. Find out more 4. Change of about time: what The next day, I stood in front of the tall, character? happened before? imposing building and, feeling nervous, knocked on the heavy oak door. 4. Change of place

2. Describe inside of building or who answers it?

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Once students have decided on the function of the paragraph, and the information they wish to get across, they can draft the rest. (For greater challenge, students could take any of the sentences from Exercise 2 and write a paragraph from them with a purpose in mind.)

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Once students have completed their paragraphs, these could be shared in class for their peers to decide what they think the purpose of each paragraph is.

Narrative – Paragraphs

Worksheet 7.3.1

There’s a time and a place for that

Your goal: to use paragraphs with a purpose in stories. Key Information Zone Paragraphs can be used in various ways in stories. For example: 1. To hook the reader at the start – grab their interest. 2. To move the plot or action along. 3. To conclude or resolve things at the end. 4. To signal a change of time or place (for example, switching between past and present). 5. To introduce or develop new ideas about a character. The first sentence of a paragraph often signals what the rest of the paragraph is going to be about. This is sometimes called a topic sentence.

Exercise 1: Fine focus Which of the functions above (1–5) can you detect in the paragraph below? Why? What is the evidence?

There was a boy in a tatty anorak sitting on the ground under the bus shelter as she approached. His head was bowed, and at first, she thought he was asleep, but as she got closer, she saw he was staring down to his feet where a small, scruffy grey dog lay. The boy slowly raised his head, and Jo smiled at him. He had sad eyes, and Jo felt a wave of sympathy. I think the writer is trying to ................................................................................................................ because ............................................................................................................................................. I also think .......................................................................................................................................... Exercise 2: Paragraph pointers Match the topic sentences below to the most likely functions (1–5).

a) Jo knew she had to do something to get her phone back.

.……..

b) Meeting the young man who had stolen her phone had changed her – for the better.

.……..

c) There was a boy in a tatty anorak sitting on the ground under the bus shelter as she approached.

.……..

d) Later that day, she stood at the café counter, fishing around in her bag for her phone. .…….. e) “Here,” said her dad, handing her a neatly wrapped box on her birthday. “You’ve earned it.” .…….. Exercise 3: Making it up Here is the opening sentence of a paragraph from a different story. Label it with any of the functions (1 to 5) and add a note, if needed, explaining why. Then write the rest of the paragraph. The next day, I stood in front of the tall, imposing building and, feeling nervous, knocked on the heavy oak door. …

Narrative – Paragraphs

Lesson 7.4.1

Generating ideas for a personal story

Learning objective:

Resources: Timing: Worksheet 7.4.1 25–35 minutes A4 or A3 sheets of paper, pens Optional support: Video 7.12 ‘Explosive plans for descriptions’

To come up with a range of ideas for a story

Although this lesson can stand alone, it is intended as the beginning of a sequence of learning that leads to the end goal of writing an extended story in Lesson 7.4.4.

Warm up

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Ask students what methods they use when they are asked to ‘come up with ideas’ for a subject or topic in school. Do they just ‘think’ – or do they make notes, lists or draw diagrams? What works best for them? Do they sometimes struggle for ideas? If so, why?

Exercises

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Explain to students that they are going to write a story based on personal experiences (it does not have to be ‘true’!). The story will be called ‘The Dare’. Make sure all students know what a ‘dare’ is – when your friends (or enemies!) prompt you to do something dangerous or that you don’t want to do. You could ask students to think for a moment of any times when they have been dared to do something and suggest they use this as a basis for their own story – even if they change lots of the details.

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Distribute the worksheet and go over the different ways of generating ideas in the Key Information Zone. There are several versions of word showers or spider diagrams online that you could show, but in this session, students will be focusing on the ‘four squares’ structure provided on the worksheet.

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For Exercise 1, each student will need an A4 or A3 sheet of paper. They should divide them into four and head each quarter as shown on the worksheet: Story ideas, Characters, Settings, and Other details. Allow students no more than 10 minutes to work on their own, or in pairs (depending on their level of confidence) to come up with ideas. Encourage them to add as much as they can – for example, the physical appearance of characters, features of a setting (icy roof, beautiful window-display, etc). For the plot, all they need is a basic idea of what the dare is, who does it and what the outcome is. At all times, encourage them to come up with several ideas. An exemplar on the worksheet is provided, to illustrate the sort of thing to note down, but if there are any students who are struggling for ideas, they could use these and develop them. As an alternative homework task or support for this, on a mood-board, students could include any photos or images taken from online or printed magazines or newspapers that represent their characters or settings. Students could even add textures – twigs for a forest or a logo to represent an expensive brand (for example, if the story involves theft).

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Students then work independently to complete Exercise 2 on the worksheet, by evaluating their ideas developed in Exercise 1 and choosing the best one. The criteria should be: What would interest a reader the most? What setting can I describe most effectively? What character is most appealing or which character do you feel sympathy for? Students then note down their ‘best’ story idea on the worksheet. More confident students could also decide at this point what the narration will be – first person (‘I’) or third person (‘he/she/they’).

Applying skills

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Exercise 3 requires students to prepare a short oral presentation of 2–3 minutes on their story idea. They can use any notes or diagrams they choose to illustrate their ideas. You could provide a basic scaffold to help students with their talk, for example: My story is about this [boy/girl/person, etc]…It is set in…The main story is about how…I think people will like it because… Students could come up with three simple images to display (if doing as a visual presentation), such as an image of the main character, one for the setting and a final one to represent the action (for example, a fire, a fight, a kiss!).

Narrative – Creating texts

Worksheet 7.4.1

Dare squares

Your goal: to come up with some great ideas for a full-length story that you will write later. Key Information Zone You can come up with ideas for stories in lots of ways. For example, by: • making lists or jotting down notes • creating diagrams • word showers • recording ideas using your phone’s microphone. Remember, when brainstorming ideas for a story, try to get down as many ideas as possible. It’s about stimulating the imagination!

Exercise 1: Do it for the diagram! You are going to create ideas for a story called ‘The Dare’. You will be given a sheet of paper divided into four squares. In each one, add as many ideas for your story as you can think of. Look at the example below, to help get you started. Story ideas (add as many as you like): Boy forced by friends to… Girl wants to be liked but when she…

Characters (add your main character plus anyone else important, and any details about them): Emir, small boy, new to the school with… Jade, confident older girl who…

Settings (where will most of the action take place?):

Other details (add anything you like! – themes, or a great line or description, or a wacky idea):

Bridge across local river Shop selling expensive gadgets

Fear of unknown ‘The rickety bridge swayed.’ Saved by an alien?!

Exercise 2: Simply the best Now select the best idea. Write down your story idea in a sentence.

My story is about ................................................................................................................................. .............................................................................................................................................................................. .............................................................................................................................................................................. ..............................................................................................................................................................................

Exercise 3: Tell everyone Based on your final idea, create a short 2–3-minute presentation for your class, selling your story idea. Tell everyone the core details and why you think it will work. © HarperCollinsPublishers Ltd 2022

Narrative – Creating texts